Between a growth and a fixed mindset: Examining nuances in 3rd-grade students’ mathematics intelligence mindsets

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Contemporary Educational Psychology Pub Date : 2023-04-01 DOI:10.1016/j.cedpsych.2023.102179

Connie Barroso , Colleen M. Ganley , Robert C. Schoen , Christopher Schatschneider

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Abstract

Children’s growth and fixed intelligence mindsets in mathematics are noted as important sources of mathematics motivation and achievement. Nuanced beliefs about the malleability of mathematics intelligence that lie between fixed and growth mindsets may also be important to consider for children’s mathematics learning, yet little is known about whether children endorse these in-between beliefs and how they fit in the popular growth and fixed mindset framework. In this study, we investigated nuanced mindsets in mathematics, which we term “mixed” intelligence mindsets, alongside fixed and growth mindsets in a sample of 698 third-grade students in the United States. Factor analyses using data from a newly developed mathematics intelligence mindset scale indicated good and similar fit of three multidimensional models. Two of these models included mixed mindset items, one with a combined growth and mixed mindset factor and another with a separated mixed mindset factor. Strong positive correlations were found between the growth and mixed mindset factors. Mathematics achievement had a moderate positive correlation with mixed mindset and a moderate negative correlation with fixed mindset. These correlations were both significantly stronger than the small correlation between mathematics achievement and growth mindset. Our findings suggest mathematics intelligence mindset is multidimensional and the addition of a mixed mindset aspect could improve the adequacy and precision of the conceptualization and measurement of the growth mindset dimension. In practice, mixed mindsets may provide teachers and parents with more flexible messages to present to children when encouraging them to engage in adaptive achievement behaviors in mathematics.

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在成长和固定心态之间——考察三年级学生数学智力心态中的Nuances

儿童在数学中的成长和固定的智力思维模式被认为是数学动机和成就的重要来源。关于固定心态和成长心态之间的数学智力可塑性的微妙信念对于儿童的数学学习也很重要，但对于儿童是否认可这些介于两者之间的信念以及它们如何适应流行的成长和固定心态框架，我们知之甚少。在这项研究中，我们调查了美国698名三年级学生在数学方面的微妙心态，我们称之为“混合”智力心态，以及固定心态和成长心态。利用新开发的数学智力思维量表数据进行因子分析表明，三个多维模型拟合良好且相似。其中两个模型包括混合心态项目，一个是综合成长和混合心态因素，另一个是单独的混合心态因素。成长因素与混合心态因素呈显著正相关。数学成绩与混合心态有中度正相关，与固定心态有中度负相关。这些相关性都明显强于数学成绩与成长心态之间的小相关性。研究结果表明，数学智力思维是多维的，加入混合思维维度可以提高成长思维维度概念化和测量的充分性和准确性。在实践中，当教师和家长鼓励孩子在数学方面进行适应性成就行为时，混合心态可能会为他们提供更灵活的信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.